Foreword 6
Chapter 1 Overview 7-16
1.1 Rationale 8
1.2 Background 8
1.3 Core Value and Guiding Principles of Curriculum 9
Design
1.4 Development and Learning of Children 11
1.5 Strengths and Development 12
1.6 Current Situation and Changes 12
1.7 Directions of the Review 13
1.8 Consultation and Views 14
1.9 Summary of Each Chapter 14
1.10 Aims and Use of the Guide 16
Chapter 2 Curriculum Aims and Framework 17-48
What should children learn?
2.1 Curriculum Rationale 18
2.2 Curriculum Aims 19
2.3 Developmental Objectives 21
2.3.1 Developmental objectives and their elaboration 23
2.3.2 Interrelationship between developmental objectives 25
2.4 What to Learn? How to Learn? How to Assess? 25
2.5 Real-life Themes 28
2.6 Curriculum Framework and Learning Areas 28
2.6.1 Learning Area - Physical Fitness and Health 31
2.6.2(a) Learning Area - Language (Chinese) 34
2.6.2(b) Learning Area - Second Language (English) 38
3
2.6.3 Learning Area - Early Childhood Mathematics 39
2.6.4 Learning Area - Nature and Living 41
2.6.5 Learning Area - Self and Society 44
2.6.6 Learning Area - Arts and Creativity 46
Chapter 3 Whole-school Curriculum Planning 49-60
How to design a developmentally
appropriate curriculum for children?
3.1 Directions of Curriculum Planning 50
3.2 Analysis of Context 53
3.3 Organisation of Aims and Content 53
3.4 Formulation of Strategies 56
3.5 Evaluation of Effectiveness 59
Chapter 4 Learning and Teaching and Assessment 61-73
How do children learn?
How can teachers facilitate children’s
learning and conduct assessment?
4.1 Approaches to Learning and Teaching 62
4.2 Roles of Teachers 63
4.3 Learning and Teaching Resources and Community 63
Resources
4.4 Learning through Play 64
4.5 Assessment for Learning 68
Chapter 5 Catering for Learner Diversity 75-82
How to create an inclusive learning
environment?
5.1 Rationale 76
5.2 Aims 76
4
Co目nt e目nts
5.3 Recommendations on Strategies 77
5.4 Children with Potential Difficulties in Development 80
or Special Learning Needs
5.5 Non-Chinese Speaking or Newly-arrived Children 81
Chapter 6 Adaptation to School Life and the Interface 83-92
between Kindergarten and Primary Education
Collaboration among parents,
kindergartens and primary schools
6.1 How to Facilitate the Interface 84
6.2 Adaptation to School Life 85
6.3 Interface between Kindergarten and Primary Education 87
Chapter 7 Home-School Co-operation and 93-97
Community Participation
Consensus and partnership among all
stakeholders are necessary to
nurture children
7.1 Partnership 94
7.2 Principles of Implementation 95
7.3 Recommendations on Implementation Modes 97
Chapter 8 Teachers’ Professional Development 99-103
Continuously enhancing professional
competence and establishing learning
communities
8.1 Directions 100
8.2 Strategies 101
8.3 Implementation 102
8.4 Support Measures of the Education Bureau 102
